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Are e-learning Webinars the future of medical education? An exploratory study of a disruptive innovation in the COVID-19 era

Published online by Cambridge University Press:  15 December 2020

Colin J. McMahon Open the ORCID record for Colin J. McMahon [Opens in a new window] ,
Justin T. Tretter Open the ORCID record for Justin T. Tretter [Opens in a new window] ,
Theresa Faulkner ,
R. Krishna Kumar Open the ORCID record for R. Krishna Kumar [Opens in a new window] ,
Andrew N. Redington  and
Jonathan D. Windram
Colin J. McMahon*
Affiliation:
Department of Pediatric Cardiology, Children’s Health Ireland at Crumlin, Dublin, Ireland
Justin T. Tretter
Affiliation:
The Heart Institute, Cincinnati Children’s Hospital Medical Center, USA Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA
Theresa Faulkner
Affiliation:
The Heart Institute, Cincinnati Children’s Hospital Medical Center, USA
R. Krishna Kumar
Affiliation:
Amrita Institute of Medical Sciences and Research Centre, Kochi, Kerala, India
Andrew N. Redington
Affiliation:
The Heart Institute, Cincinnati Children’s Hospital Medical Center, USA Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA
Jonathan D. Windram
Affiliation:
Department of Cardiology, Mazankowski Heart Institute, University of Alberta, Edmonton, Alberta, Canada
*
Author for correspondence: Dr Colin J. McMahon, Department of Paediatric Cardiology, Children’s Health Ireland at Crumlin, Dublin, Ireland. Phone: +3531 –4282854; Fax: +3531 4096 181. E-mail: cmcmahon992004@yahoo.com
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Abstract

Objective:

This study investigated the impact of the Webinar on deep human learning of CHD.

Materials and methods:

This cross-sectional survey design study used an open and closed-ended questionnaire to assess the impact of the Webinar on deep learning of topical areas within the management of the post-operative tetralogy of Fallot patients. This was a quantitative research methodology using descriptive statistical analyses with a sequential explanatory design.

Results:

One thousand-three-hundred and seventy-four participants from 100 countries on 6 continents joined the Webinar, 557 (40%) of whom completed the questionnaire. Over 70% of participants reported that they “agreed” or “strongly agreed” that the Webinar format promoted deep learning for each of the topics compared to other standard learning methods (textbook and journal learning). Two-thirds expressed a preference for attending a Webinar rather than an international conference. Over 80% of participants highlighted significant barriers to attending conferences including cost (79%), distance to travel (49%), time commitment (51%), and family commitments (35%). Strengths of the Webinar included expertise, concise high-quality presentations often discussing contentious issues, and the platform quality. The main weakness was a limited time for questions. Just over 53% expressed a concern for the carbon footprint involved in attending conferences and preferred to attend a Webinar.

Conclusion:

E-learning Webinars represent a disruptive innovation, which promotes deep learning, greater multidisciplinary participation, and greater attendee satisfaction with fewer barriers to participation. Although Webinars will never fully replace conferences, a hybrid approach may reduce the need for conferencing, reduce carbon footprint. and promote a “sustainable academia”.

Keywords

ConferenceCOVID-19e-learningeducationtetralogy of FallotWebinar
Type
Original Article
Information
Cardiology in the Young , Volume 31 , Issue 5 , May 2021 , pp. 734 - 743
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Copyright
© The Author(s), 2020. Published by Cambridge University Press

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